Résumés
Résumé
Le développement de compétences basées sur les meilleures connaissances scientifiques, l’efficacité de la pratique et l’adoption de standards éthiques ont guidé l’évolution des programmes de formation en travail social. Pour certains enseignants, la prégnance de plus en plus forte de la perspective scientifique a impacté significativement la formation, au détriment d’approches éducatives postmodernes, qui seraient plus cohérentes avec les valeurs fondatrices du travail social. Les enjeux inhérents à la profession influencent en effet les manières dont sont pensés, conçus et enseignés les cursus de formation. Certains enseignants misent sur des stratégies pédagogiques favorisant le développement de la connaissance de soi chez leurs étudiants, afin, notamment, de les préparer à une utilisation judicieuse de soi dans la pratique. Cet article s’intéresse à ces pratiques pédagogiques émergentes, orientées vers le développement de la connaissance de soi, et cherche à déterminer dans quelles perspectives pédagogiques elles sont ancrées. Pour y arriver, nous proposons une exploration des différentes conceptions philosophiques de l’éducation, parfois contradictoires, qui ont forgé la pédagogie du travail social, ainsi qu’un examen des principaux courants pédagogiques l’ayant influencée. Une réflexion est aussi amorcée autour des concepts de soi et d’utilisation de soi dans la formation en travail social.
Mots-clés :
- Philosophie de l’éducation,
- enseignement universitaire,
- formation en travail social,
- connaissance de soi,
- utilisation de soi
Abstract
Competency development based on best scientific knowledge, practice effectiveness, and the adoption of ethical standards has guided the development of social work training programs. For some instructors, the growing influence of the scientific perspective has significantly impacted this training to the detriment of postmodern educational approaches that would be more attuned to the core values of social work. The issues inherent to the profession do indeed influence how curricula are conceived, designed, and delivered. Some instructors employ pedagogical strategies supporting the development of their students’ self-knowledge in order to prepare them to make judicious use of the self in their practice. This article examines these emerging pedagogical practices focused on the development of self-knowledge and seeks to identify the pedagogical perspectives on which they are based. To do so, the article explores the various and sometimes contradictory philosophical conceptions of education that have shaped social work pedagogy and examines the leading pedagogical trends that have influenced this. Reflection is also initiated around the concepts of self and use of self in social work training.
Keywords:
- Education philosophy,
- university teaching,
- social work training,
- self-knowledge,
- use of self
Parties annexes
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